http://repository.unigal.ac.id:8080/handle/123456789/3094 Thu, 14 May 2026 21:49:57 GMT 2026-05-14T21:49:57Z http://repository.unigal.ac.id:8080/handle/123456789/8562 Mathematics Education Students' Perceptions in Designing AI-Assisted Mathematics Problems: A Case Study of Agricultural Context Effendi, Adang; Fatimah, Ai Tusi; Nuraida, Ida The rapid advancement of generative artificial intelligence (AI) has opened new opportunities in education, particularly in supporting mathematics problem design. This study investigates the perceptions and intentions of prospective mathematics teacher students regarding the use of generative AI as a tool for designing context-based mathematics problems related to corn cultivation. Employing a mixed-methods approach with an exploratory sequential design, data were collected from mathematics education students enrolled in an Applied Mathematics course through questionnaires and semi-structured interviews. The research procedure implemented a series of hierarchical challenges in problem design, progressing from general agricultural contexts to more specific applications involving corn shelling technology. This design aimed to examine how students adapted their use of AI as the level of contextual complexity increased. Quantitative data were analyzed using descriptive statistics to examine students’ perceptions and intentions, and inferential statistics to identify differences based on demographic characteristics. Qualitative data were analyzed thematically to capture participants’ experiences and reflections. The findings indicate that students demonstrated highly positive perceptions of generative AI, recognizing it as a valuable tool for enhancing digital competence, supporting career development, and facilitating the design of contextual mathematics problems. Participants also reported high levels of comfort and strong intentions to integrate AI into their future teaching practices. However, the frequency of AI use was moderate, reflecting participants’ awareness of the technology’s limitations. No significant differences in perceptions or intentions were found based on gender or prior experience with corn cultivation. Qualitative results revealed that AI functioned as an effective collaborative and iterative tool for idea generation, while challenges such as limited contextual realism, rigid responses, potential logical errors, and concerns about overreliance were noted. The study concludes that while prospective teachers hold positive attitudes toward generative AI, there is a critical need to strengthen AI literacy, critical thinking, and ethical awareness through targeted integration in mathematics teacher education programs Thu, 01 Jan 2026 00:00:00 GMT http://repository.unigal.ac.id:8080/handle/123456789/8562 2026-01-01T00:00:00Z http://repository.unigal.ac.id:8080/handle/123456789/8398 Correlation Of Differentiated Learning Management to Students' Numeracy Literacy Ability in Realistic Mathematics NURAIDA, IDA This correlational study aims to investigate the relationship between differentiated learning management and students' numeracy literacy skills in the context of realistic mathematics learning at SMP Negeri 4 Ciamis. Through a quantitative descriptive approach with a sample of seventh-grade students, the study revealed a powerful and significant relationship between the two variables. The main finding shows that differentiated learning management contributes 66% to the improvement of students' numeracy literacy skills. Statistical analysis results show a positive and significant correlation, indicating that the implementation of effective differentiated learning plays an important role in the development of numeracy literacy. In addition, the study identified other factors that contribute 34% to the variation in numeracy literacy skills. In conclusion, this study emphasises the importance of implementing structured differentiated learning management as part of a strategy to improve students' numeracy literacy in realistic mathematics learning. - Thu, 30 Jan 2025 00:00:00 GMT http://repository.unigal.ac.id:8080/handle/123456789/8398 2025-01-30T00:00:00Z http://repository.unigal.ac.id:8080/handle/123456789/8397 Framework of Kurikulum Merdeka and Role of Headmaster and Teacher Leadership in Merdeka Belajar Program at Indonesia Na<onal Educa<on NURAIDA, IDA The 21st century and society 5.0 era of Indonesia has improved various areas of life, economy, socio-culture, poli=cs, defense, security, and others. In addi=on to facing the demands of the 21st century and society 5.0, Indonesia is also facing a learning crisis that has resulted in educa=on being increasingly le@ behind with the loss of learning and increasing learning gaps between regions and socio-economic groups. This situa=on is exacerbated by the COVID-19 pandemic. This paper examines conceptually and empirically how Indonesia is improving in order to restore the condi=on of educa=on, so that the vision, mission, and goals of Indonesian Na=onal Educa=on can be achieved. The Indonesian government in restoring this learning through the Ministry of Kementrian Pendidikan dan Kebudayan, Riset, dan Teknologi Republik Indonesia launched the Merdeka Belajar Program", 15st episode: Kurikulum Merdeka and Merdeka Mengajar PlaSorm. In the implementa=on of the Kurikulum Merdeka Program, it is supported by the development of educator competence and capacity with a leadership model of the headmaster and teacher. The principal and educator are both leaders, namely the principal as the leader of the educa=onal unit, and the educator as the leader in the learning process. Both must have the competence and capacity to carry out their du=es and obliga=ons according to their respec=ve roles and func=ons. The era of disrup-on is an era of fundamental changes in various aspects of human life. According to (Sayyidi & Sidiq, 2020), in this era fundamental changes have posi-ve and nega-ve impacts. Furthermore, Maghfiroh and Sholeh, 2022, that this change must be addressed wisely, so that it becomes an advantage and challenge for society, both by policy makers and policy implementers. Currently, in addi-on to being an era of disrup-on, it is also an era of society 5.0 which requires the use of technology in all aspects of life, so that human ability to communicate, collaborate, think and reason cri-cally, innovate, and be crea-ve will make humans able to adapt and survive. Fri, 02 May 2025 00:00:00 GMT http://repository.unigal.ac.id:8080/handle/123456789/8397 2025-05-02T00:00:00Z http://repository.unigal.ac.id:8080/handle/123456789/8336 Correlation Of Differentiated Learning Management to Students' Numeracy Literacy Ability in Realistic Mathematics Nuraida, Ida This correlational study aims to investigate the relationship between differentiated learning management and students' numeracy literacy skills in the context of realistic mathematics learning at SMP Negeri 4 Ciamis. Through a quantitative descriptive approach with a sample of seventh-grade students, the study revealed a powerful and significant relationship between the two variables. The main finding shows that differentiated learning management contributes 66% to the improvement of students' numeracy literacy skills. Statistical analysis results show a positive and significant correlation, indicating that the implementation of effective differentiated learning plays an important role in the development of numeracy literacy. In addition, the study identified other factors that contribute 34% to the variation in numeracy literacy skills. In conclusion, this study emphasises the importance of implementing structured differentiated learning management as part of a strategy to improve students' numeracy literacy in realistic mathematics learning. Keywords: correlation; differentiated learning management; numeracy literacy ability; realistic mathematics Thu, 30 Jan 2025 00:00:00 GMT http://repository.unigal.ac.id:8080/handle/123456789/8336 2025-01-30T00:00:00Z